教学过程各位考官：大家好，我是初中音乐组的***号考生，我试讲的题目是《金蛇狂舞》，下面开始我的试讲。一、创设情境，导入新课

　　1.教师为学生播放2008年奥运会开幕式的剪辑视频，并请同学们仔细留意：“视频中出现的曲子的名字是什么，你在哪里听过?”学生自由回答。(《金蛇狂舞》)

　　2.教师总结并追问：“这样的乐曲作为背景音乐给现场营造了什么样的效果呢?”由此，顺势导入本课。二、感受体验

　　1.初听乐曲，乐曲表达了什么情绪?听此乐曲可以想象一幅什么样的场景?(欢腾的情绪;营造了节日氛围，表现了江南人民在节日的夜晚赛龙舟的热烈场景。)

　　2.请同学们通过以往的历史常识结合课前的预习，简单介绍聂耳生平，教师做适当总结。(聂耳，是我国30年代著名的作曲家，一生虽然短暂，但是他把毕生的精力都投入到了抗日救亡歌咏运动的创作之中，也被称为是“人民音乐家”。它的创作领域包括群众歌曲、抒情歌曲、若干电影音乐作品以及民间器乐合奏曲，代表作品《码头工人》《铁蹄下的歌女》《翠湖春晓》等等。)

　　3.乐曲的体裁形式是什么?(民乐合奏曲)

　　三、深入赏析

　　1.再次聆听《金蛇狂舞》，通过欣赏和观察乐谱，学生划分乐段，教师做总结。(乐曲分为几个部分?乐曲演奏主要由哪些乐器组成?全曲由三部分反复交替组成循环结构，乐谱上已经标注了分段记号。以锣、鼓等打击乐器为主，渲染了热烈欢腾的气氛，也使乐曲民族特色更加鲜明。)

　　2.分段听赏音乐作品。

　　(1)分析第一段①聆听第一段，这段音乐描述了什么场景?(比赛开始时整装待发，人声鼎沸的场面。)②带领学生哼唱旋律。

　　(2)分析第二段①聆听第二段，并思考：这一段在情绪上与第一段相比有什么不同?作者是如何来表现的?(情绪更加热烈，节奏更加紧凑，力度加强、速度变快。)②带领学生哼唱旋律。

　　(3)分析第三段。听赏第三段音乐，并思考：金蛇和狂舞分别指的是什么?(金蛇——江面上比赛的龙舟，狂舞——龙舟队争先恐后竞赛的场面。)

　　3.探寻音乐的创作手法。

　　请同学们仔细聆听作品，并结合第三段的乐谱，教师弹琴，学生通过分组对唱、接龙的方式仔细展开思考：在这段旋律中你能否发现什么规律呢?这是一种什么创作手法?(乐句之间上下呼应，呈现出逐渐紧缩的形式，最终以简洁的单音结束全曲。这是我国传统音乐创作中经常使用的一种作曲手法，叫做“螺蛳结顶”。)

　　4.思考为什么运用“螺蛳结顶”这种创作手法?怎样演奏才能更准确的表达音乐情感?(“螺蛳结顶”可以很形象呈现问答句式;演奏时，一问一答要体现出一强一弱的演奏效果，形成鲜明的力度对比。整体速度稍快些，这样基本上就能把作品的整体情感准确的表现出来。)

　　5.通过本节课的学习，你学到了哪些知识，得到了哪些启发?

　　四、巩固提高

　　1.教师引导同学们了解施光南的声乐作品——请同学们欣赏《打起手鼓唱起歌》以及《祝酒歌》，并请同学们以小组为单位展开讨论：同样被称为“人民音乐家”的两个人，为什么在音乐创作上有着不同的风格呢?

　　学生讨论，并自由发言。

　　2.师生共同总结。(两位作曲家生活于完全不同的历史时期——解放前和解放后，因此，艺术家的创作与他所处的时代环境有着密不可分的关系。)五、课后作业

　　1.师生用问答的形式，共同总结本课主旨。(结合时代背景欣赏音乐作品，弘扬民族音乐、理解多元音乐文化)

　　2.下节课我们以“人民革命音乐家”为主题召开一次音乐赏听会，同学们在课下整理文本及音响资料，下节课分享。

　　六、板书设计

　　我的试讲到此结束,谢谢各位考官倾听。

All examiners in the teaching process: Hello, everyone, I am the No. 1 candidate in the music group of junior high school. 1. Create a situation and introduce new lessons

1. The teacher played the edited video of the opening ceremony of the 2008 Olympic Games for the students, and asked the students to pay attention: "What is the name of the song in the video, and where have you heard it?" The students answered freely. ("Dancing of the Golden Snake")

2. The teacher summarizes and asks: "What kind of effect does this kind of music create as background music to the scene?" Therefore, it is introduced into this lesson. 2. Feel the experience

1. When I first listened to the music, what emotions did the music express? What kind of scene can you imagine when you listen to this music? (Joyful emotions; it creates a festive atmosphere and expresses the enthusiastic scene of the people of Jiangnan racing dragon boats on the night of the festival.)

2. Students are invited to briefly introduce Nie Er's life through past historical knowledge combined with the pre-class preview, and the teacher will make an appropriate summary. (Nie Er, was a famous composer in my country in the 1930s. Although his life was short, he devoted his whole life to the creation of the anti-Japanese national salvation singing movement, also known as the "people's musician". Its creative field Including mass songs, lyrical songs, several film music works and folk instrumental ensembles, representative works "Dockworker", "Singer Girl Under the Iron Hoof", "Spring Dawn on Green Lake", etc.)

3. What is the genre form of the music? (folk music ensemble)

3. In-depth appreciation

1. Listen to "Dance of the Golden Snake" again. By appreciating and observing the score, the students divide the music and the teacher makes a summary. (The music is divided into several parts? Which instruments are mainly composed of the music? The whole music is composed of three parts alternately and repeatedly to form a cyclic structure. The music score has been marked with segment marks. The percussion instruments such as gongs and drums are the main components, rendering the warm and jubilant music. The atmosphere also makes the national characteristics of the music more distinctive.)

2. Listen to music works in sections.

(1) Analyze the first paragraph ①Listen to the first paragraph, what scene does the music describe? (The scene when the competition starts, when everyone is ready to go out.) ②Let the students hum the melody.

(2) Analyze the second paragraph ①Listen to the second paragraph and think: What is the emotional difference between this paragraph and the first paragraph? How did the author express it? The speed becomes faster.) ② Lead the students to hum the melody.

(3) Analyze the third paragraph. Listen to the third piece of music, and think about it: What do the golden snakes and wild dances refer to? (Golden snakes—dragon boats competing on the river, and wild dances—a scene where the dragon boat teams compete for each other.)

3. Explore music creation techniques.

Invite students to listen carefully to the work and combine the score of the third stanza. The teacher plays the piano, and the students think carefully through group duets and solitaire: Can you find any patterns in this melody? What kind of creative technique is this? (The phrasing echoes up and down, showing a gradually constricting form, and finally ends the whole piece with a concise monophonic. This is a composition technique often used in traditional Chinese music creation, called "snails and knots".)

4. Think about why you use the creative technique of "Suo Zhi Ding"? How to play it to express the emotion of music more accurately? The strong and weak playing effects form a sharp contrast in strength. The overall speed is slightly faster, so that the overall emotion of the work can basically be accurately expressed.)

5. Through the study of this class, what knowledge did you learn and what inspiration did you get?

Fourth, consolidate and improve

1. The teacher guides the students to understand Shi Guangnan's vocal works - please enjoy "Playing a Tambourine and Singing Songs" and "Toast Song", and invite students to discuss in groups: also known as "people's music" Why do the two people from "Home" have different styles in music creation?

Students discuss and speak freely.

2. Teachers and students summarize together. (The two composers lived in completely different historical periods - before liberation and after liberation. Therefore, the artist's creation is inextricably linked to the environment of the times he lives in.) 5. After-school homework

1. Teachers and students use the form of question and answer to summarize the theme of the lesson together. (appreciate music works in combination with the background of the times, promote national music, and understand diverse music culture)

2. In the next class, we will hold a music appreciation meeting with the theme of "People's Revolutionary Musicians". Students will organize texts and audio materials after class and share them in the next class.

6. Blackboard writing design

This is the end of my test talk, thank you all the examiners for listening.